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Summary
This summary is machine-generated.

Nurse educators transitioning to concept-based curricula found meaning through support systems. This shift enhanced their teaching methods and fostered student-centered learning, improving critical thinking skills for nursing graduates.

Keywords:
Changing CurriculumConcept-Based CurriculumConceptsNursing EducationStudent-Centered LearningTeaching ConceptuallyTeaching-Learning Strategies

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Area of Science:

  • Nursing Education
  • Curriculum Development
  • Pedagogical Strategies

Background:

  • Modern healthcare demands advanced thinking skills from nursing graduates.
  • Nursing programs are adopting concept-based learning to foster problem-solving and knowledge transfer.
  • This necessitates a shift from teacher-centered to student-centered learning approaches.

Purpose of the Study:

  • To explore the experiences of nurse educators transitioning to concept-based curricula.
  • To understand the process of curriculum change from traditional to concept-based designs.

Main Methods:

  • Qualitative study utilizing grounded theory.
  • Data collected from eight nurse educators across two institutions.

Main Results:

  • The overarching theme was 'support for change'.
  • A central theme was 'finding meaning' in the transition.
  • Key sub-themes included preparing for change, teaching within the new curriculum, and understanding the teaching-learning process.

Conclusions:

  • Implementing concept-based curricula requires significant shifts in educators' thinking and practice.
  • Support systems enable educators to find meaning in the change process.
  • Successful transitions involve creating authentic learning experiences and reinforcing the benefits of new teaching methods.